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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Ecotrophic, Journal of Environmental Science Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of Nonformal Education Jurnal Varidika Indonesian Journal of Early Childhood Education Studies JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Pendidikan Nonformal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini DIKLUS: Jurnal Pendidikan Luar Sekolah Abdimas Dewantara Journal of Community Services and Engagement VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JETL (Journal Of Education, Teaching and Learning) KOLOKIUM: Jurnal Pendidikan Luar Sekolah Journal Of Millennial Community Jurnal AbdiMas Nusa Mandiri Jurnal Kewarganegaraan Journal of Society and Continuing Education Journal of Nonformal Education
Iis Prasetyo
Universitas Negeri Yogyakarta
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Journal of Nonformal Education

 1 
Current Study of Nonformal Education Program in The Era of The Industrial Revolution 4.0 Iis Prasetyo; Entoh Tohani; Moses Adeleke Adeoye
Journal of Nonformal Education Vol. 10 No. 2 (2024): Equivalency education and community education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i2.7402

Abstract

The development of information technology encourages the formation of lifestyle, the ability to learn innovation, and the development of technology-oriented life skills education. This condition has an impact on improving the qualifications of non-formal educators both academically and in other competencies. This study aims to produce a theoretical analysis of the development of non-formal education in the era of the Industrial Revolution 4.0 and describe the latest non-formal education programs in accordance with the needs of the Industrial Revolution era 4.0 post-pandemic. This study employed a qualitative approach with a systematic review method. Through this approach, the researcher summarized the primary research result to present a more comprehensive and balanced fact by applying 8 stages of systematic review research. Collecting data was conducted through a document review process with a data collection tool in the form of a review guideline table. The research analysis used was a meta-aggregation technique. The results show that there has been a paradigm shift in the philosophy of non-formal education leading to progressive education, which is marked by efforts to improve skills, accompanied by good and literate behavior. Technological developments encourage changes in non-formal education practices, learning activities, and the substance and output of learning programs. This research presents novel learning models, alternative credentials, and adaptive tactics to effectively tackle the problems and seize the benefits of a future dominated by technology, therefore making it very pertinent and optimistic.
Lifelong Learning as a Pathway: Strengthening Rural Communities for the SDGs Iis Prasetyo; Erma Kusumawardani
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education & Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.31241

Abstract

Background: The acceleration of globalization and the development of information and communication technology (ICT) have brought the world into an era of planetary urbanization, fraught with challenges such as climate change, financial crises, ecological degradation, and pandemics. In response, the United Nations (UN) formulated the 2030 Agenda for Sustainable Development Goals (SDGs). In Indonesia, the SDGs are integrated into village development through the Village Fund policy, as mandated by Law Number 6 of 2014. Urgency of Research: Although Village Funds have been proven to promote sustainable development, the implementation of the Village SDGs still faces various challenges, including low community participation, imbalances between physical development and human empowerment, and weak external stakeholder support. Previous studies have focused primarily on the use of Village Funds for infrastructure development, while their relationship to achieving Village SDG indicators has rarely been comprehensively examined. Research Objectives: This research aims to analyze the extent to which Village SDGs can be achieved through the utilization of Village Funds and to examine how a people-centered development approach through lifelong learning is a key strategy in realizing sustainable village development in Yogyakarta. Research Methods: This study employed a qualitative approach with exploratory methods. Data were obtained through in-depth interviews with village officials and field observations in 5 villages in the Special Region of Yogyakarta Province, selected using purposive sampling based on geographic location and potential. Data analysis was conducted through data reduction, narrative presentation, and conclusion drawing, with validation through source and method triangulation. Research Findings: Research results indicate that lifelong learning plays a strategic role in strengthening the social, economic, and environmental capacity of village communities. Findings in Bangunharjo, Margoluwih, Bosot, Wedomartani, and Sidoluhur demonstrate that community-based skills training, environmental education, and health programs can foster critical awareness, economic independence, and women's involvement. Furthermore, partnerships between actors (village government, PKK, youth organizations, farmer groups, and external stakeholders) create social capital that accelerates SDG implementation. However, obstacles remain, including budget constraints, low community participation, technical constraints, and the misalignment of external programs with village priorities. Conclusion and Novelty: The study concludes that lifelong learning is not only an educational strategy but also a framework for socio-economic transformation that strengthens human capital, expands capabilities, fosters critical awareness, and strengthens village social capital. The novelty of this research lies in the empirical analysis linking the use of Village Funds to the achievement of Village SDGs indicators through the perspective of lifelong learning and people-centered development, a previously unstudied approach in the Indonesian context.
Co-Authors Adin Ariyanti Dewi Alfin Julianto Arif Wijayanto Arifah Prima Satrianingrum Budi Lenggono Citra Dwi Palenti Dwi Fitria Hasanah Dwi Ismawati Dwi Sanjaya, Rahmat Ema Khalimah Entoh Tohani Erma Kusumawardani Firmansyah Firmansyah Firmansyah Gupta, Sachin Gusti, Ririn Hiryanto Kartika Ayu Ningsih Khairun Nisa Lenggono, Budi Lutfi Wibawa Monita Nur Shabrina Moses Adeleke Adeoye Muhammad Adil Arnady, Muhammad Adil Munir, Ali Pangestu, Akhmadi Putro Aji Purwoko, Agus Puspita, Mareta Rahayu Condro Murti Rahmat Dwi Sanjaya RB Suharta Rita Nur Wahyuni Rofiq, Akhmad Rohadi, Al. Setya Rohaeni, Yeni Safitri Setyowati SARI, Yessy Yanita Setyowati, Safitri Shobichatul Aminah Suharta, RB. Sujarwo Sujarwo Sujarwo Sumarno Sumarno Sutaryat Trisnamansyah Tri Handoko Tri Handoko tri wahyuni Warih Anggi Pratiwi Wuryaningsih Wuryaningsih Yessy Yanita Sari Yoyon Suryono